Doctoral Program in Educational Leadership presents
Exploring the Role of Community College Faculty in Implementing Developmental Education Reform Policy
Dissertation defense by:
Qing Lin Mack, B.A., M.S.
This single case exploratory study with embedded units investigated how Connecticut State Colleges and Universities (CSCU) implemented P.A. 12-40 (An Act Concerning College Readiness and Completion; legislation that allows open access to entry level courses in a college level program and prohibit CSCU from forcing any student to enroll in a remedial course) with a focus on the role of faculty as policy implementers. The concerns-based adoption model (CBAM) theoretical framework (Hall, Wallace, & Dossett, 1973) guided this study. Twenty-two study participants (4 CSCU state-level administrators, 6 institutional administrators, and 12 faculty) provided their understandings of and actions in P.A. 12-40 implementation. Major findings revealed that CSCU policy implementers used bottom-up approaches in the implementation process and that policy ambiguity was one of the factors that influenced the role of faculty as policy implementers. Implications included expanding future research to examine the role of faculty in shared administrative responsibilities, the role of part-time faculty in policy implementation, and system office role in multi-campus policy implementation.
Qing Lin Mack is the Director of Institutional Research for Asnuntuck Community College and Tunxis Community College. She holds a B.A. degree in Japanese Language and Literature from People's Public Security University of China in Beijing, and a M.S. degree in International Studies from Central Connecticut State University.